Review of Related Literature Essay

opinion and evaluation of the availability of Information and Communication Technology (ICT) resources and how intimately these atomic number 18 organism apply in secondary school among pre-service instructors entrust be stressed in this research. This chapter provide review the literature associated with the availability and integrating of ICT resources in the pedagogics and nurture process. To serve the purpose of accomplishment from this research, the chapter will commence with examining different ICT resources avail able-bodied and to what extent are they utilize in teaching and learning Science. It will then highlight the roles and benefits of ICT consolidation among pre-service teachers and then finally emphasize potential factors hindering the utilization of actual ICTs in secondary schools.Information and communication applied science (ICT) has become an intrinsical part in the context of precept in most growth countries. Since the evolution of ICT, giving and receiving information or lesson content have not re main(prenominal)ed the same. In the time past and now, nearly everybody in the industrialized countries of the ground has gained access to the consumption of ICT. The provision of computers, radio, ancillary equipment, audio tapes and audio-visual tapes, microfilms for online learning in schools are not new to citizens of such countries (Jegede, 2013). Many pre-service teachers are members of the sack generation and are expected to be familiar with different ICTs, all the same several studies have indicated that they are not necessarily able to employment them for teaching and learning (Kontkanen et. al, 2014). Consequently, a great deal of researchers has been carried out to helper to advance the pedagogic knowledge and application of ICT in education. These studies focus on the importance of future teachers understanding, not only about how to use ICT simply as well as about the specific knowledge involved in the ped agogical use of ICT, and the full comprehension of the impact of technology on learning processes.Integrating ICT in Science has been most often utilized in teaching where students learn best if they have accessibility to view and/or hear a certain lesson through and through the audio-visual presentation. Bitok (2014), grouped the applications of ICT into two where the low gear group is applications that were used chiefly in all subjects like word-processing, search for information, communication using e-mails, and multimedia presentations. In the second group, applications are change or authentic to be used in science teaching. It involves visualize systems in microscopy, virtual dissections, simulations, virtual laboratory, and real laboratory exercises with data eruditeness systems. One of the challenges encountered by pre-service teachers in science is selecting and integrating instructional materials for teaching. At the turn of the 21st century, technology grew and expa nded at an even red-hot rate. Teachers of today are expected to know how to navigate around these technology changes in improving teaching and make learning more effective. gibe to Bitok (2014), knowing how to relate the potential of ICT to complement the role of a teacher in the teaching and learning process is the real challenge for educators. It fag be considered how the role of a teacher in an ICT-equipped classroom is being dreaded. Lack of chances of developing professionally in the use of modern ICT will make teachers feel under threat. This implies that a teacher is significant through the willingness to develop in this way. Mavellas (2017), in their research paper titled Assessment Of The Availability And Utilization Of ICTs For Teaching And Learning In Secondary Schools good example Of A High School In Kwekwe, Zimbabwe revealed that there are unavailability and inadequacy of ICTs required for training. The available ICTs are not being utilized to its highest extent th at made it a factor affecting or hindering the use of available resources in schools. In Chile, an international study was conducted in the Initial Teacher Training about the availability and use of ICT that was developed since late 2008. It provides required vision, experience, and skills for enabling future teachers to integrate ICT into their professional practices in primary and secondary education levels (Brun & Hinostroza, 2014).The Philippines is a developing outlandish in Southeast Asia whose educational system shares many of the same problems and limitations as those of its fellow developing nations. nearly provincial schools lack chairs and tables, blackboards, and laboratory equipment. Some do not have electricity and water. The role of ICT in education is deemed vital but there are factors that hinder the effective integration of ICT which includes the scarcity of ICT resources, such as the limited number of computers and the unavailability of profit services (Dela Rosa, 2016). Despite these conditions, the Philippines along with other countries in Asia, are generally interested in ICT hoping that their educational systems reap the pedagogical benefits associated with it.There are arguments that have been still debated until today about the implications and impacts of technology to the society whether it is reclaimable or not. Shan Fu (2013), cited the implications of ICT in education and how ICT integration is beneficial. It has been found to assist students in accessing digital information efficiently and effectively. Students have more access to acquiring knowledge and comprehension in different concepts when they are engaged in the application of ICT. They create new knowledge out of what they have well-educated through accessing, selecting, organizing, and interpreting information and data which leads to producing a creative environment. ICT also enables students to work collaboratively in a distance-learning environment such as telecon ferencing. The teaching and learning quality will also improve through the use of ICT in which there are more opportunities to develop critical higher(prenominal) order thinking skills.Researchers have demonstrated that using some ICT tools benefits students demote than relying on traditional methods, for example, Alharbi (2014), conducted a study aimed to investigate the advantages and disadvantages of using ICT in the classroom for teachers and students in selected subjects in the curriculum. The research has shown that if students are less able in ICT use, then they will be less likely to fully appreciate or achieve the benefits offered by it through teaching and learning. In addition, the viewpoints of students towards the use of ICT in the learning process are regarded as the main driver to increase their motivation towards learning.