Effectiveness of ICT on the role of teachers

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students and encourage them to use huge learning resources that are available outside of formal curriculum anywhere and anytime. (Alsunbul, 2002).

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2. entire school level enablers, for example, spontaneous technical/

pedagogical ICT training, clear ICT policy use by the teacher education programs, good access to high quality ICT tools in the classrooms, and onsite technical support.

Researchers in the field of education also examined the barrier that teachers may experience while integrating ICT tools in the process of teaching. It is uncovered that the troubles in the utilization of ICT are identified with the shortcoming of teacher's information about educational technologies and how they can be utilized for teaching activities in the classroom (Morrisa, 2011).

In an exploratory study conducted with teachers of several schools, Granger et al., (2002) distinguished several emerging factors that upheld fruitful utilization of ICT in teaching. The factors include ICT training, seminars, workshops held by the school to assist teachers to acquire knowledge on how to use ICT in the process of teaching in a sound pedagogical way.

The viability of ICT on the role of teachers might be anticipated obviously through the investigation of Hennessy et al. (2007) who examined how experienced classroom practitioners are starting to outfit the usefulness of ICT for the purpose of teaching practices. They used class observations, group interviews with four secondary science teachers, and interviews with two teachers and their students as data collection instruments for their study. Eventually, they noticed that the utilization of ICT bolstered shared cognition, enunciation, aggregate assessment, and reframing of students'

thoughts, and the organizing of new realities for students.

More investigations proceeded on addressing the impact of teacher's attitudes towards ICT on students' learning. For instance, Sangràa and Mercedes (2010) explored

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four distinct schools, and they noticed that there is a great sentiment from a group of teachers concerning the utilization of ICT in education. The results obtained from the analysis of the data show that the teacher's attitude is imperative in the instruction process and the absence of intrigue interest appeared to have significant impacts on the teaching process in the classroom.

Besides, Livingston and Rae (2006) believe that the attitude of the teachers toward ICT in the process of teaching should be taken into consideration. Condie (2005) also backs the perspective of Sang et al. by utilizing the relationship of either paddling at the water's edge or really swimming. Sang et al. (2010) propose that swimming at the edge is not sufficient.

Al Khateeb (2000) also investigated the positive and negative attitudes of the teacher in public schools in Jordan towards instructional technology in connection to some independent variables, for example, gender, specialization and years of

experience. The results demonstrated that there are noteworthy contrasts between teacher's patterns toward instructional technologies and the academic qualification, teachers who hold BA degree, are more positive toward technology use in the process of teaching than College certificate. Besides, the results showed that there are no big differences in regard to the teacher's attitudes towards instructional technology between gender, specialization, and experience. The results of this study provide a

comprehensive understanding of how teachers perceive instructional technology and what factors impact their perspectives toward such technologies.

Ng and Gunstone (2003) investigate the attitudes of science teachers of public secondary schools towards the use of ICT in learning and obstacles that might inhibit them from using the ICT tools. The results display that the majority of the teachers were keen on using such tools in their classroom teaching. The results also reveal that,

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regardless of the positive attitudes, teachers were infrequent in adopting the ICT elements in the classroom.

Ong and Lai (2004) explored the consequences of educational research related to ICT use in e-learning. Ong and Lai endeavoured to find out the role of gender in

relationships with the Technology Acceptance Model (TAM). The results show that male students outperformed female students in the utilization of e-learning models. In addition, females were more influenced in their observations towards using ICT, while the choices of executing ICT among males were more influenced by self-perception with respect to the use of e-learning. The investigation proposes that researchers should consider the components of gender in relation to how teachers and students perceive any form of ICT use in teaching and learning.

Abdullah (2012) conducted a study to investigate how often 250 Syrian primary teachers use ICT tools in the process of learning and how their perceived attitudes influence it. In addition, the study aimed at setting up whether there are any distinctions among teachers' attitude regarding the factors of gender orientation, qualification, ICT training enrollment, year of teaching experience and place of working. The findings of the study uncovered that although the teachers have a high positive attitude towards ICT use for the learning process and managerial issues modestly, the level of utilizing ICT as a learning tool was low due to having numerous obstacles such as lack of ICT tools in the teaching environment which made its use very difficult. The findings also display that there are no significant differences between the teacher's gender variable while taking professional training regarding how to use technology. Besides, the teachers demonstrated a noteworthy inconsistency between their attitudes toward ICT and the level of their utilization.

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Concerning the logical inconsistencies in teachers' points of view towards ICT, Handal (2011) investigated the use of ICT by a group of a teacher in an Australian school. He noticed that there are contradictions between teachers; some of them

perceive ICT integration helpful in the process of teaching for some course of study and less useful for a different course of study. He mentions two explanations for this

inconsistency: the first is that the teachers discovered ICT adverse to learning and the second reason is that there is misalignment between evaluation and classroom teaching.

This approach brings up issues with reference to what optimally ICT suits the different subject areas, whether such issue ambiguities are settled by a fixed, worldwide scale of ideal answers.

Ward and Parr (2010), in their study, recommended two hypotheses. The first hypothesis is that all the subjects and their teaching are hallowed in schools. Besides, the qualification of the subjects is frequently reflected upon the school; hence, they recommend that schools are unwilling to improve with a change of practice or the utilization of technologies. The second hypothesis is that although there is an overall school policy which might be deciphered diversely at the departmental level and with every individual teacher. Therefore, this would seem to support the view that schools are complex, adaptive systems within which the adoption of any innovation is likely to follow unpredictable diffusion trajectories (Ward & Parr, 2010).

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