Teaching methods are typically goal oriented and emphasise social interaction between pupils and between and

between pupils and a teacher. The use of ICT in the classroom is very important for providing opportunities for students to learn to operate in an information age. Meaningful learning engages students in tackling the topic to be learnt in such a way that they create meaningful and understandable knowledge structures on the basis of a goal for learning. (How People Learn: Brain, Mind, Experience and School; Bransford, Brown & Cocking,2000) The constituents of meaningful learning are; activity (students take responsibility for their own learning.), intention, contextualization, construction, collaboration, interaction (students take part in group/class activities and supporting each other by discussing and sharing knowledge. Discussions between students and teachers), reflection (students examine their own learning and develop metacognitive skills to guide and regulate their learning) and transfer. Learning is an active process, rather than passive receiving of information Teachers must be sensitive to students previous knowledge of the phenomena under study. Some ideas might be valuable for learning but others might be unproductive. Insights Gained Learning activities occurs in an interesting context Preparing the students for lifelong learning. The influence of technology in curriculum; - emphasizes the importance of some aspects of the curriculum content and process, while diminishing the role of others such as repetitive and rote learning. - It means a fundamental shift in educational priority; from accumulating knowledge to the management of information, and suggestions and increasing need for citizen who are informed, critical and capable as decision-makers in a technological world. The effective use of technology encourages a move away from teacher-centered approaches and towards a more flexible and student-centered environment. A technology-rich learning environment is characterized by collaborative and investigative approaches to learning, increasing integration of content across the curriculum and a significant emphasis upon concept development and understanding. The balance of power changes as teachers and students become co-learners through the use of technological tools. Changes the attitude of the students towards some of the previously percived tough subjects.

Across all grades and ability levels, students who use calculators and computer demonstrate improved attitudes towards mathematics and increased confidence in their mathematical ability. The most effective lessons involving technology appear to be those in which students work cooperatively rather than competitively or individually. It enables the professional development of the teachers. Appropriate teaching resources and professional development are important in the widespread use of ICT in science and teaching. Online professional development of teachers enables teachers to develop themselves and be updated on the trends and techniques of integrating ICT in teaching. In its report on the use of eLearning in tertiary education, the OECD (2005) (The Organisation for Economic Co-operation and Development is an international economic organisation of 34 countries founded in 1961 to stimulate economic progress and world trade.) The study, however, also indicated that ICT is primarily used to support existing teaching structures and traditional ways of tuition. Based on the OECDs PISA 2003 assessment of educational performance by 15-year old students, it has shown that regular computer users perform better in key school subjects compared to those with limited experience with computers or to those that lack confidence in their ability to perform basic computer functions. The relationship with student performance in mathematics is striking. Students who have used computers for several years (37% of the total sample for more than five years) mostly perform better than average. By contrast, those who do not have access to computers, or who have been using computers for only a short time, tend to lag behind their class year. Barriers to successful implementation of ICT - Lack of confidence - Lack of competence - Lack of access to resources ICT should be seen positively by teachers as a valuable tool for tailoring learning, with beneficial effects on both academically strong and academically weak pupils. ICT-enabled learning should not be seen as a one-size-fits-all solution. It will not be enough if it is not associated with a clear vision, a strategy and an inclusive policy which takes into consideration and attempts to simultaneously tackle several factors which contribute to deprivation (unemployment, disabilities, social exclusion, etc).