Academic Master


ICT Tools Essay

Information and communication technology tools are the essentials for the modern education. The students can become independent in acquiring and accessing knowledge. Teachers, mentors, and professors are not always available around so there must be a way which could help in keeping the flow of learning all the time inside as well as outside the classroom because it is necessary for the university students. The main aim of the paper is to discuss the main reasons for using the ICT tools as well as their effects in developing the change in the students for knowledge seeking.

Students in university require enough skills so that they would be able to conduct researches which are necessary for the completion of the university education. ICT tools usage helps the students to build their academic research skills. The main advantage of the ICT tools is that they give the students an opportunity to quickly find evidence, evaluate the information they carry and to learn continuously.

The best example of the usage of ICT tools is the virtual classroom. In a virtual class, the teacher is connected with some students located in different regions of the world. He delivers the lecture by sitting in his office, and the students make essential notes as well as records the lecture for their homework help and exam preparation.

There are some disadvantages due to which many universities are not completely using the ICT tools. Plagiarism, student’s privacy, over preparation required and new administration responsibilities on the teacher are some of the most concerned factors which hindrances the implementation.

In a nutshell, all the lectures including science and practical lectures could not be conducted on the ICT tools because of the accuracy issues, and the students need an extra physical help for working on these things. Every student can get benefit from the ICT tools for education and knowledge access as well as acquiring purposes, and it will groom the students for their future education as well.


Albugarni, S. and Ahmed, V., 2015. Success factors for ICT implementation in Saudi secondary schools: From the perspective of ICT directors, head teachers, teachers, and students. International Journal of Education and Development using Information and Communication Technology11(1), p.36.

Koh, J.H.L., Chai, C.S., Benjamin, W. and Hong, H.Y., 2015. Technological pedagogical content knowledge (TPACK) and design thinking: A framework to support ICT lesson design for 21st-century learning. The Asia-Pacific Education Researcher24(3), pp.535-543.

Ogembo, J.O., Ayot, H.O. and Ondigi, S.R., 2015. Teachers’ willingness to integrate ICT tools in classroom teaching among primary school teachers in Msambweni Subcounty Kwale County, Kenya.

Schulz, R., Isabwe, G.M. and Reichert, F., 2015, September. Investigating teachers motivation to use ICT tools in higher education. In Internet Technologies and Applications (ITA), 2015 (pp. 62-67). IEEE.



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