Research has shown that the appropriate use of ICTs can catalyze the paradigmatic shift content and pedagogy that is at the heart of education reform in 21st century (Bransford, 1999). If designed and implemented properly, ICT-supported education can promote the acquisition of the knowledge and skills that will empower students for lifelong learning.
Pelgrum (2001) identified the benefits of ICT in education to include:
a. Active learning: ICT-enhanced learning mobilizes tools for examination, calculation and analysis of information, thus providing a platform for students’ inquiry, analysis and construction of new information. Learners therefore learn as they do and, whenever appropriate work on real-life problem in-depth, making learning less abstract and more relevant to the learners’ life situation. In this way, and in contrast to memorization-based or rote learning, ICT enhanced learning promotes increased learner engagement.
b. Collaborative learning: ICT-supported learning encourages interaction and cooperation among students, teachers, and experts regardless of where they are. Apart from modeling real-world interactions, ICT-supported learning provides learners teaming and communicative skills as well as their global awareness.
c. Creative learning: ICT-supported learning promotes the manipulation of existing information and the creation of real-world products rather than the regurgitation of received information.
d. Integrative learning: ICT-enhanced learning promotes a thematic, integrative approach to teaching and learning.
e. Evaluative learning: ICT-enhanced learning is student-directed and diagnostic.
In much the same way, Emperos (2010) enumerated the following benefits of ICT in mathematics teaching:
a. Students are more engaged in activities, they show increased interest and demonstrate a longer attention span.
b. ICT provides access to huge range of resources that are of high quality.
c. The multimedia resources available enable visualization and manipulation of complex models, three dimensional images and movement to enhance understanding of mathematics ideas.
d. ICT widens the range of materials that can be used in teaching and learning to include texts, still and moving images and sound, and increases the variety of ways that the materials can be used for whole class and individual learning.
e. ICT can provide the quality of data available to students. Information gleaned from the internet can be more up to date, and data obtained from loggers can include more frequent and more accurate experimental reading.
f. Computer also allow repetitive tasks to be carried out quickly and accurately so that more students time can be spend on thinking about the scientific data that has been generated.
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