CHAPTER 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter includes a review of literature and studies which have significant

relationship and similarities with the present study.

2.1. Utilization of ICT

Information of Communication and Technology has become technical components in every

aspects of life. ICT use in education is more appropriate in environments where the focus is on

understudies. However, as the world rapidly moves toward computerized media and data, the

role of ICT in training is becoming more and more important, and its relevance will continue to

grow in the twenty-first century. (Sharma, 2020)

The initiation of Information and communication technology has made tremendous changes in

the present day world. There is no area that has not been influenced by this digital phenomena.

The advent of ICT in education helped to improve the quality of education where teaching and

learning eventually became an engaging active process related to real life (Afzal, 2016). The

integration of ICT has not only transformed traditional classrooms into dynamic learning

environments, but it has also bridged the gap between learners and educators, fostering an

interactive and collaborative culture. Furthermore, it has opened up a wealth of knowledge and

resources, making education more accessible and inclusive for all, regardless of geographical

boundaries or socio-economic backgrounds.

Based on Sabiri's (2020) systematic literature review, the utilization of ICT refers to the practical

application and integration of Information and Communication Technology in English as a

Foreign Language (EFL) teaching and learning. In the context of EFL education, the utilization of

ICT involves incorporating digital tools, devices, and resources to support language instruction

and learning. It encompasses the effective use of technologies such as computers, interactive

whiteboards, online resources, language learning apps, and digital assessment tools to enhance

various aspects of EFL teaching and learning.The review by Sabiri highlights the importance of

considering the specific context of EFL education when examining ICT integration. EFL

classrooms often present unique challenges and opportunities, such as language barriers,

cultural differences, and varying levels of access to technology. Therefore, the utilization of ICT

in EFL education requires careful consideration of these factors to ensure effective integration

and positive outcomes.

According to the literature review conducted by Haleem, A., Javaid, M., Quadri, M. A., &

Suman, R. (2022) entitled "Understanding the role of digital technologies in education: A

review," the utilization of ICT refers to the practical application and integration of Information

and Communication Technology in educational contexts. The utilization of ICT in education

involves incorporating digital tools, devices, and resources into teaching and learning processes

to enhance educational outcomes. It encompasses the effective use of technologies such as

computers, tablets, software applications, online platforms, and internet connectivity to

support and enhance various aspects of education. The review highlights the merits of ICT

integration in schools, emphasizing how it enhances knowledge acquisition and understanding

of concepts across different learning areas. It discusses how the utilization of ICT makes
learning more accessible by providing students with opportunities to access digital content,

engage in interactive activities, and collaborate with peers beyond the traditional classroom

setting.

Doe, (2022) focuses on the views of teachers regarding the utilization of ICT in education. The

review examines the experiences, opinions, and perspectives of teachers who have integrated

ICT into their teaching practices. It explores the benefits, challenges, and potential impact of ICT

on teaching and learning from the teachers' point of view. Additionally, it discusses the factors

that influence teachers' adoption and effective utilization of ICT in the classroom.

As stated by Batanero, J. M. F., Rebollo, M. M. R., & Rueda, M. M. (2019), the students with

high abilities process information differently, as a high creativity and involvement in their tasks

are found among their personal characteristics. This implies the need for conducting specific

educational interventions, within which some theoretical models have shown the effectiveness

of the ICT. As what the researchers understood, information, communication and technology

(ICT) has become an effective tool with promising outcomes. Numerous theoretical frameworks

have exhibited how ICT might effectively facilitate the educational journey of pupils with

outstanding talents. Teachers can design individualized learning experiences that stimulate

creativity, demand engagement, and help these kids reach their greatest potential by utilizing

ICT.

ICT in Education means teaching and learning by use of ICT. Information and communication

technologies (ICTs) are currently being used in education to assist students to learn more

effectively by providing teachers with access to a wide range of new pedagogy. These
technologies are also being used to enable teachers to do administrative tasks more efficiently.

Information and communication technology (ICT) can complement enrich and transform

education for better. ICT in education has multiplier effect throughout education system, by

enhancing learning and providing students with new set of skill; by reaching students with poor

or no access (especially those in rural and promote regions); by facilitating and improving the

training of teachers; and by minimizing costs associated with traditional instruction (UNESCO,

2014).

As mentioned by Ahmad, K., JianMing, Z., & Rafi, M. (2019) digital literacy has become a widely

studied topic for connecting people, participation in government and public affairs. It

encourages library professionals to train students and effectively acquire, preserve and

disseminate knowledge. Academic libraries involve using digital technology improved the

students’ level of digital literacy and technological skills. In today's interconnected world,

digital literacy has developed as an important field of study, particularly in terms of establishing

relationships between people and encouraging active engagement in governance and public

affairs. Academic libraries that use digital technologies and resources can successfully instruct

students in obtaining, storing, and sharing knowledge. This emphasis on digital literacy not only

provides students with necessary abilities for the modern period, but it also enables them to

engage in critical thinking, research, and knowledge distribution. The incorporation of digital

technology into academic libraries acts as a catalyst for the growth of students' digital literacy,

preparing them to succeed in an increasingly digital environment.

One of the most popular indicators used to try to figure out how information and

communication technologies impact student learning outcomes is academic achievement.

While some investigations have indicated favorable outcomes in regard to specific curriculum

areas, several international studies have found minimal change in performance attributable to

the usage of ICT. More research is necessary on this intricate interaction because, generally

speaking, the findings are inconclusive. Consequently, there was proof of enhanced

performance in ICT-enhanced instructional practices. Researchers are especially interested in

the fields of mathematics, science, and English, and it has been found that the most effective

educational systems are those that are most focused on educational selectivity and

competitiveness. A study showed that learners who are more engaged and motivated use more

technology for their learning purposes, most likely for individual learning than for collaborative

tasks (Lee et al., 2019).

DepEd Order No. 78, series of 2010, DepEd Computerization Program (DCP) aims to provide

public schools with appropriate technologies that would enhance the teacher- learning process

and meet the challenges of the 21st Century. This program is in response to the computer

backlog of public schools by providing them hardware and software, training on simple trouble

shooting. The DepEd Computerization Program recognizes the importance of integrating

technology into education to prepare students for the demands of the 21st century. In today's

digital age, technology plays a significant role in various aspects of society, and it is crucial for

students to develop digital literacy skills and be familiar with technology tools. The program

aligns with the goal of equipping students with the necessary skills and competencies to thrive

in a technology-driven world.
2.2. ICT Integration in Teaching

As technology evolves, the frontier of its potential applications also expands. The education

sector is no exception to this, and technology has become an ever more basic input into the

provision and growth of educational services over the past decades. With recent expansions of

the education systems in many developing countries, and the accompanying lagging outcomes

in terms of learning, retention, graduation rates, and socioeconomic equity, investments in

educational technology or “EdTech” are regarded as a promising option to boost these

outcomes. In particular, EdTech as any application of electrically-powered technologies in

education that was not widely available to the public in previous decades. This includes, but is

not limited to, the distribution of existing technology, the provision of devices with tailored

software, the adaptation of existing and already-owned technologies, or the use of specialized

software in communal computers. (Segura, D. R., 2020)

The integration of information and communication technology (ICT) in education has been a

major agenda of the Association of Southeast Asian Nations and its adoption has been found

effective in nursing education. Despite increasing concern on the use of ICT in Southeast Asia,

ICT integration in nursing education has not been given significant attention. Governments of

the Southeast Asian countries should provide sufficient support for ICT integration in the

various nursing institutions. (Escabarte, et. al., 2019)

Being an essential part of the present time, Information and communication technology (ICT)

significantly influences all domains of human life (Gnambs, 2021). Information and

communication technology (ICT) has indeed revolutionized the way we live and work. It has not
only made communication faster and easier but also transformed the way we access and share

information. With the advent of ICT, we have seen a significant shift in various sectors such as

education, healthcare, and business. It has made learning more interactive, healthcare more

efficient, and business operations more streamlined. The potential of ICT is vast and its impact

continues to grow as technology advances.

Several studies also highlighted the significance of ICT-integrated instructional approaches in

meeting the educational needs of the learners by increasing their thoughtfulness and keeping

students motivated, which is viewed as a significant predictor of students’ educational growth

(Xu et al., 2021). The integration of ICT in instructional approaches has proven to be

instrumental in meeting the educational needs of learners. By incorporating technology into the

learning process, students are able to develop critical thinking skills and become more

thoughtful in their approach to learning. The use of interactive multimedia resources and digital

tools keeps students engaged and motivated, leading to better educational outcomes.

Additionally, ICT allows for personalized learning experiences, catering to the unique strengths

and weaknesses of each student. This individualized approach enhances student learning and

contributes to their overall educational growth.

Liu, Z., Zhang, N., Peng, X., Liu, S., Yang, Z., Peng, J., et al. (2021) also identified that technology-

integrated learning increases the cognitive understanding and learning achievements of

students. In addition, ICT incorporated teaching-learning practices also enable learners to stay

connected with their instructors and peers (via various social media platforms), help students

resolve their academic challenges and keep them participating actively in the learning activities.
This supports the positive impact of technology-integrated learning on students' cognitive

understanding and learning achievements. By incorporating ICT into teaching and learning

practices, students are provided with interactive and engaging learning experiences that

enhance their comprehension and retention of information. Furthermore, the use of various

social media platforms allows learners to stay connected with their instructors and peers,

fostering a sense of community and collaboration. This connectivity also enables students to

seek assistance and resolve academic challenges, promoting active participation and a

supportive learning environment.

ICT was also often utilized in the preparation of lessons and activities appropriate to the level of

learning and cultural background of the respondents. Also, ICT was used to encourage students

to analyze a problem, decide, and come up with new ideas Vargas, 2021). ICT is a valuable tool

in the preparation of lessons and activities that are appropriate for students' learning levels and

cultural backgrounds. It encourages students to analyze problems, make decisions, and

generate new ideas. By incorporating multimedia resources, promoting personalized learning,

and facilitating cross-cultural experiences, ICT enhances the learning process and equips

students with the necessary skills for success in the 21st century.

According to Berondo, R. & Dela Fuente, J., (2021), the 21st century emphasizes the role of

technology in different facets of life, especially in the educational system, as it serves as a

platform for teachers and students in the delivery of effective teaching and learning process.

Technology serves as a platform in the educational system, enabling effective teaching and

learning processes. It facilitates access to information, promotes communication and

collaboration, provides innovative teaching tools, enhances efficiency, and prepares students

for the digital age. By harnessing the power of technology, education can adapt to the changing

needs of learners and equip them with the skills and competencies necessary for success in the

21st century.

Information and communication technologies (ICTs) have become inseparable entities in all

aspects of human life. The use of ICT has fundamentally changed the practices and procedures

of nearly all forms of endeavour within business, governance and civil service. In education, ICT

has begun to have a presence but the impact has not been as extensive as in other fields of

endeavour. The moving of the world to digital media and information has made the role of ICT

in education to become more important and this importance will continue to grow and develop

in the 21st century. Information and communication technology (ICT) is an indispensable part of

the contemporary world. In fact, culture and society have to be adjusted to meet the challenges

of the knowledge age. (Adebayo, O., 2021)

According to UNESCO, Information and communication technology (ICT) is defined as a

technological and engineering discipline that uses scientific and management techniques in

information handling (Ratheeswari, 2018). Hence, it uses different technologies to capture,

communicate, collect, analyse, store and distribute the information needed to perform a

specific task faster (Bobillier Chaumon et al., 2014; Pedagoo, 2020). Furthermore, ICT is

instrumental in bridging the gap between information access and its application, making it an

essential tool in today's knowledge-based society. It enables efficient data management and

real-time communication, fostering a collaborative environment that enhances productivity and

innovation. The versatility of ICT also allows it to be tailored to various sectors, including

education, healthcare, business, and more, demonstrating its profound impact on our daily lives

and societal development.

The use of Information and Communication Technology (ICT) in education has been widely

advocated as much needed 21st-century skills by governments and policymakers. (Murithi &

Yoo, 2021) The integration of Information and Communication Technology (ICT) in education

has gained significant attention from governments and policymakers worldwide. Recognizing

the importance of preparing students for the demands of the 21st century, ICT has been

advocated as a crucial set of skills for students to develop. Governments and policymakers

understand that ICT skills are essential for students to thrive in a digital age and participate fully

in the global workforce. By incorporating ICT into education, students are equipped with the

necessary digital literacy, critical thinking, and problem-solving skills. This integration also helps

bridge the digital divide and ensures equal access to educational opportunities for all learners.

2.3. ICT in Educational Learning

According to the literature review of Arsini & Bansa Y. A. (2020), entitled "The Use of ICT in

Teaching: Lecturers' Perceptions, Obstacles, and Expectations", since the technology has been

developed, Educators should consider this to be a value for educational purposes. In millennial

teaching, the use of ICT is common nowadays especially in higher education. The use of ICT is

meaningful and helpful for lecturers to enhance their teaching performance. The literature

review attempts to investigate the lecturers' perceptions, lecturers' obstacles, and lecturers'

expectations on the use of ICT in teaching. The researcher sees a need to carry out the review,
it provides a platform to discover pedagogical implications that would benefit the lecturer in

terms of using ICTs as media in their teaching. The findings showed most of lecturers had

positive perception towards it, limited knowledge and limited understanding on how to

integrate ICT into teaching which were dominant obstacles for respondents when using ICT into

teaching. The results are beneficial for educators in incorporating ICT into their teaching

repertoire.

As stated by Zafar, (2019, in global competitive era technology is the backbone of everything.

By the adoption of Information and Computer Technology (ICT) education became much more

effective than past. Researchers, academicians and industry professionals have proved that ICT

provide opportunities to all educational participants to learn and excel. Across the world it is

been accepted by the educational planners that increased exposure of students to educational

ICT through curriculum integration has casted significant and highly productive impact on their

achievement. Its exposure improved their knowledge, comprehension, practical skills,

presentation skills and innovative capabilities to a great extent.

Digital technologies have brought changes to the nature and scope of education and led

education systems worldwide to adopt strategies and policies for ICT integration. The latter

brought about issues regarding the quality of teaching and learning with ICTs, especially

concerning the understanding, adaptation, and design of the education systems in accordance

with current technological trends (Cachia, et. al., 2022). The rapid advancement of digital

technologies has significantly transformed the landscape of education. As education systems

worldwide integrate ICT, there arise important considerations regarding the quality of teaching
and learning with technology. It becomes crucial for educators and policymakers to understand,

adapt, and design education systems that align with current technological trends, ensuring that

students are equipped with the necessary skills to thrive in the digital age.

In recent decades, Information and Communication Technology (ICT) has emerged as a

transformative force in education, reshaping the way knowledge is disseminated and acquired.

The integration of ICT in education has a rich history that dates to the mid-20th century when

early computer-assisted instruction programs laid the foundation (Abroampa & Baako, 2023).

The integration of ICT in education has indeed been a transformative force in recent decades.

The use of technology in education has evolved from early computer-assisted instruction

programs to a wide range of digital tools and resources available today. This integration has not

only enhanced the dissemination of knowledge but also revolutionized the way students

acquire and engage with information, fostering a more interactive and personalized learning

experience.

As technology continues to advance, the use of ICT in education has gained increasing attention

from researchers, policymakers, and educators worldwide (Al-Mamary, 2020). Understanding

the global research trends and directions in ICT integration in education is crucial for identifying

the progress made in this field and guiding future research and practice. The rapid

advancement of technology has propelled the use of ICT in education to the forefront of

educational discourse. Researchers, policymakers, and educators worldwide are recognizing the

potential of ICT to enhance teaching and learning. By understanding the global research trends
and directions in ICT integration in education, stakeholders can stay informed about the latest

innovations, best practices, and challenges in this field.

As mentioned by Kapur, (2019), in his study entitled, "The Significance of ICT in Education", in

the present existence, the use of information and communication technologies (ICT) have

acquired prominence not only in the field of education, but in other fields as well. The main

objective of the study is to acquire the understanding in terms of significance of ICT in

education. In all levels of education, ICT is made use of to enrich the system of education. When

the individuals are making use of ICT, they are able to carry out their job duties in a manageable

manner. Furthermore, its utilization have rendered a significant contribution in leading to

progression in the implementation of tasks and functions. Before, the individuals make use of

ICT, it is vital for them to possess adequate knowledge and information. One needs to be well-

equipped with ICT, before, making use of it.

The impact of Information and Communication Technology (ICT) on education is nothing short

of transformative, revolutionizing the traditional paradigms of teaching and learning. In the

digital age, classrooms are no longer confined to physical spaces, and education has become a

dynamic, interconnected experience. ICT has empowered educators with tools that transcend

geographical boundaries, facilitating the dissemination of knowledge on a global scale. Online

learning platforms, interactive educational software, and digital resources have democratized

access to education, providing learners with a wealth of information at their fingertips.

Integrating multimedia elements, such as videos, simulations, and interactive modules,

enhances the learning experience, catering to diverse learning styles. Additionally, ICT has
facilitated personalized learning journeys, allowing students to progress at their own pace and

explore subjects in depth. (Ashikuzzaman, 2021)

ICTs are making dynamic changes in society. They are influencing all aspects of life. Similarly,

there is no doubt that ICT brings a massive change in the field of education also. It makes

teaching- learning process effective and interesting (Amutha, 2020). The integration of ICT in

education not only makes the teaching-learning process effective and interesting but also

equips students with the essential digital skills and competencies needed to thrive in the digital

age.

Based on the study of Pawar, (2019), information and communication technologies (ICT) can

influence students' learning when teachers are digitally trained and understand how they can

be integrated into the curriculum. Schools use different ICT tools to communicate, create,

distribute, store and manage information. In some contexts ICT is also part of the interaction

between education and learning, through approaches such as replacing slates with interactive

whiteboards, the use of smartphones typed by students or other devices, learning during class

and "classroom" -fashion model. Where students see conferences at home on their computers

and perform more interactive exercises in the classroom.By informing and training teachers

digitally about the use of ICT, these approaches can address higher thinking skills, provide

creative and individualized options for students to express their understanding, and prepare

students better for technological change in society and the workplace.

The 21st century has witnessed a significant transformation in education through the

integration of Information and Communication Technology (ICT). ICT adoption has positively
impacted student engagement and learning outcomes, enabling educators to create dynamic

and immersive learning experiences. Through adaptive learning technologies, ICT allows

personalized educational content tailored to individual student needs, fostering deeper

understanding and self-directed learning. To fully leverage ICT's potential, continuous

professional development for educators is essential. However, the digital divide remains a

challenge, with disparities in technology and internet access.(Kumar, 2023)

2.4. Academic Achievement

Academic achievement represents performance outcomes that indicate the extent to which a

person has accomplished specific goals that were the focus of activities in instructional

environments, specifically in school, college, and university. School systems mostly define

cognitive goals that either apply across multiple subject areas (e.g., critical thinking) or include

the acquisition of knowledge and understanding in a specific intellectual domain (e.g.,

numeracy, literacy, science, history). Therefore, academic achievement should be considered to

be a multifaceted construct that comprises different domains of learning. (Meibner, 2014)

Academic achievement is integrated also into the work of Eakman, Kinney, Schierl, and Henry

(2019), where the focus is on the complexities of the emotional and social lives of returned

veterans and service personnel. In a comprehensive study, learning climate support, post-

traumatic stress, depression, self-efficacy and academic problems are linked to achievement

showing, among other findings, that self-efficacy, less academic problems and autonomy

supporting learning environments are positively related to achievement. Moreover, these

factors persisted irrespective of depression or post-traumatic stress levels.

Brew, E. A., Koranteng, R., & Nketiah, B. (2021), conducted a literature review entitled, "A

Literature Review of Academic Performance, an Insight into Factors and their Influences on

Academic Outcomes of Students at Senior High Schools", where it explores factors influencing

academic performance among senior high school students. It provides insights into the various

factors that can impact academic outcomes. The review examines the literature on academic

performance and identifies factors that play a role in determining students' academic

achievements. These factors can include individual characteristics, such as motivation, self-

efficacy, and study habits, as well as external factors like family background, socioeconomic

status, and school environment. By understanding these factors, educators, policymakers, and

stakeholders can develop targeted interventions and strategies to support students in

improving their academic achievement. The review sheds light on the complex interplay of

factors that can influence academic outcomes and highlights the importance of considering

multiple dimensions when addressing academic performance in senior high schools.

Al-abyadh & Aazem (2022) focused on the influences of self-regulated learning strategies on

academic achievement among university students. It highlights the importance of self-

regulation in determining academic success. The review emphasizes that students who employ

effective self-regulated learning strategies are more likely to achieve higher academic

performance. These strategies include setting specific goals, managing time effectively, using

effective study techniques, seeking help when needed, and monitoring their own learning

progress. By developing self-regulated learning skills, students can take control of their learning

process, enhance their motivation, and improve their academic outcomes. The review
highlights the importance of incorporating self-regulated learning strategies into educational

practices to support students' academic achievement.

Based on the literature review conducted by Firssova et. al. (2021), the literature review

highlights the importance of incorporating reflection into experiential learning approaches to

strengthen the relationship between experiential learning and academic success. By

encouraging students to reflect on their experiences, educators can help them develop a

deeper understanding of the subject matter, improve their critical thinking skills, and enhance

their overall academic performance.

Academic performance determines the quality and standard of efficiency and effectiveness of

an educational system. The Research Forum Presentation Philippines' Approach to Assessment

of the 21st Century Skills Assessment Curriculum and Technology Research Center (ACTRC)

stressed that learners need to acquire 21st-century skills. To address this concern, the

Philippines, through its educational agencies, including the Department of Education (DepEd)

for the elementary school learners, has merged the learning approach in developing the 21st-

century skills through the K to12 education reform agenda. Through its Bureau of Educational

Assessment, DepEd has worked to define the skills and determine the opportunities of public

elementary school learners of Bacolod City during the School Year 2019-2020. Likewise, it

explores the relationship between the predictors of learners' academic performance using the

demographic, such as age, sex, birth order, family living condition, monthly family income,

nutritional status, and the level of academic performance of the learners in a public elementary

school.
Ablen, A., Acuin, J. M., Bautista, D. M., Luto, R., Mangante, H., & Marasigan, H. 2020), identified

the community factors that affect learners’ achievement through the use of case studies. It is

also suggesting that the notion of “doing something for the children.” Technology plays the role

of facilitator in educating a student. Students are no longer solely dependent on teachers,

parents, or other educated people to be their only source of information. At present, many

factors affect the academic performance of students. Poor academic performance in national

examinations has been attributed to many factors that are mainly family-based, such as those

who are facing economic crises in their family, which does not allow them to meet their

responsibilities of ensuring a healthy and literate family. An effort needs to be made by

students, teachers, school principals, and the government to realize desirable quality standards

in secondary education.

A study conducted by Tus, (2020) determined the students' study attitudes, study habits, and

academic performance. Students' academic performance embodies an essential part of the

constellation of factors determinant of student success. Also, it plays a very significant role in

education, primarily as a concrete tool to assess the student's learning process. Psychologists

and researchers have attempted to comprehend how students vary in processing, retaining,

and retrieving learning information and have used various personality, attitudinal, cognitive

styles, and ability measures.

An extensive search was conducted through EBSCO Research Databases to gather, summarize

and synthesize studies on resiliency and academic performance. The author reviewed studies

from 2009-2019 that examine relationship and mediator studies of resiliency and academic
performance among students. Thus, outcome studies that proved the effectiveness of resiliency

intervention program was also highlighted. Study revealed the significant association of

resiliency and academic performance among students. There are mediators factors proved to

affect resiliency and academic performance of the students such as perception of stress, school

engagement and level of perception to their psychological wellness. Programs and

interventions anchored on resilience are proved to be effective in enhancing academic

performance. Counselors can integrate resilience findings to their practices and devise

culturally sensitive counseling intervention and resilience skill training for students to augment

academic performance.

According to Mulu, B., Tadese, M., & Yeshaneh, A. (2022), academic performance/ achievement

is the extent to which a student, teacher, or institution has attained their short or long-term

educational goals and is measured either by continuous assessment or cumulative grade point

average (CGPA). Building on that, academic performance is a crucial indicator of a student's

understanding of the curriculum and their ability to apply the knowledge gained. It's not just

about scoring high grades, but also about the development of critical thinking skills, problem-

solving abilities, and a lifelong love for learning. Additionally, it's important to note that

academic achievement isn't the sole measure of a student's capabilities or potential. Factors

like creativity, emotional intelligence, resilience, and interpersonal skills also play a significant

role in shaping a student's future success.

2.5. ICT in Teaching Elementary

According to UNESCO (2021), the aim of education is to prepare future generations, including

elementary grade students, for the digital future. It is essential to equip them with the skills to

navigate technology, access vast amounts of information, and foster critical thinking, creativity,

and collaboration. To achieve this, governments and schools should have a digital strategy that

guides the implementation of ICT systems, technologies, and pedagogy. By integrating ICT in

teaching, elementary grade educators can create effective and engaging learning experiences

that promote digital literacy and help students excel in the digital age.

In the literature review of Chaico, (2023), entitled "ICT Integration in Mathematics Teaching and

Learning Activities: A Literature Review", it aims to assess the current state of knowledge on the

role of ICT in teaching and learning mathematics, with the goal of identifying effective

approaches and strategies that can be employed to enhance mathematics education through

the use of ICT. The findings of the review shows that the attitude of teachers and students

toward using ICT in teaching and learning mathematics was found to be positive; however, they

faced the problem of integrating ICT in mathematics in the fields of algebra, statistics, vectors,

geometry, and analysis. To effectively integrate ICTs into mathematics instruction, educational

institutions must offer the necessary training to teachers.

A literature review conducted by Abbas, A., Ishaq, A., Kalid, M., & Rani, M. (2023), the rapid

spread of information and communication technology (ICT) has transformed learners into

digital learners, requires teachers to integrate technology into their educational approaches,

and effective integration depends on teacher attitudes, technical knowledge and skills play an

important role. In this context, the quantitative survey demonstrates, teachers' perceptions of
technology integration in teaching and learning practices at the elementary school level. The

result shows that ICT integration is highly effective for both teachers and students. The results

show that use of ICT tools is one of the key factors for successful technology-enabled teaching

and learning and as a result, teachers are positive about technology integration in their

teaching and learning practices. It was shown that they have a strong awareness of technology-

integrated in education that can effectively improve teaching practices, make the learning

process engaging and interactive, help and keep learners engaged.

Implementation of the curriculum in elementary school based on the use of ICT by educators.

Nowadays, ICT has developed from time to time, this requires all educators to be able to use

ICT. As educators, of course, they must be able to master technology, especially for the learning

process for students. This ICT learning does not only exist in public schools, but also in

elementary school. By learning to use ICT, and educators who use it can also master it, learning

will be easier for both educators themselves and students. (Aisyah, et. al., 2023)

Hardman, (2019), conducted a literature review entitled, "towards a pedagogical model of

teaching with ICTs for mathematics attainment in primary school: A review of studies 2008–

2018", in the field of ICTs in teaching/learning mathematics at an elementary school level. The

findings to date in the field of teaching with technology in mathematics classrooms are very

conflictual, with some studies indicating that ICTs impact positively on achievement through

altering pedagogy, while other studies indicate that the effect on achievement and pedagogy is

in fact negative. Findings from the review indicate that student achievement in mathematics
can be positively impacted using technology, depending on the pedagogical practices used by

teachers. Technology on its own appears to have no significant impact on student's attainment.

In the study entitled, "How elementary school teachers use ICT-based learning media?" by

Hidayah, R., Ngatman, Salimi, M., Suhartono, & Susuani, T. S. (2019), integrated learning in

elementary schools requires learning media as a means of communication. Research is needed

on analysis of the media use of learning in elementary school learning. The purpose of this

study is to examine how the elementary school teachers of perception and motivation to

implement ICT-based learning media in learning activities. The results shows that teachers have

a good perception of the utilization of ICT in learning activities. However, to implement ICT-

based media is not optimal.

Information and Communication Technology (ICT) literacy in the ability of elementary school

teachers in integrating ICT in learning and knowing the factors that influence ICT literacy of

teachers reviewed by age, gender and educational background. (Abdullah, et. al , 2019) To

understand the factors that influence ICT literacy among teachers, researchers have reviewed

various aspects, including age, gender, and educational background. By examining these

factors, valuable insights can be gained to support the development of targeted interventions

and training programs.

The use of ICT in elementary school has improved the children’s ability to express themselves,

promoting active learning participation. In particular, the school focuses on children’s

presentation activities using ICT to communicate their ideas to others. This have been made in

their ability to express themselves through presentation activities using tablet (Usui, 2021). By
incorporating ICT tools, such as tablets, into presentation activities, children are provided with a

platform to communicate their ideas effectively and confidently to their peers and teachers.

This not only fosters their communication and presentation skills but also encourages creativity

and critical thinking as they express their thoughts and perspectives using digital media.

The use of ICT in primary schools develops digital literacy and this prepares children to

participate in a rapidly changing world in which work and other activities are constantly

transformed by ICT that continues to emerge and develop. Children in primary education can

use ICT to find, explore, analyse, exchange and present information responsibly, creatively and

with discrimination. The use of ICT in primary schools helps children to learn how to employ ICT

to enable rapid access to ideas and experiences from a wide range of people, communities and

cultures. Additionally, it has been said that the increased use of ICT in primary education will

promote initiative and independent learning as children are able to make informed judgements

about when and where to use ICT to best effect, and consider its implications for home and

work both now and in the future. (Hilkemeijer, 2024)

Information and Communication Technology (ICT) is important in primary education because it

enables kids to search for the information they need and to organize what they have found. As

children progress through the school system, they become increasingly responsible for their

own learning. Many believe that ICT needs to be better integrated into curriculums so all

schools produce computer literate, independent learners. The importance of ICT in elementary

education lies in its ability to enhance learning experiences and prepare students for the
modern world. When teachers are digitally literate and integrate ICT into the curriculum, it can

have a positive impact on student learning (UNESCO, 2021)