Kumar (1998) designed an experimental study to examine the relative effectiveness of three methods of instruction, multimedia method, exposition method and programmed Learning. The results found that (i) the multimedia method was more effective than either the programmed learning method or the expository method. (ii) Theprogrammed learning method was more effective than the expository method. (iii) Retention in learning by the multimedia method was higher than by the other two methods. (iv) Retention in learning by the programmed learning group and the expository group was equal. (v) There was no interaction between the three methods of instruction
Rachmawati and johancynthia (2010) conducted on ICT based learning schools to assess the challenges on implementation. Results indicated that ICT based learning the role of teachers were significantly changed from transferring of knowledge into facilitating of learning, from a main source person to be a manager of learning. Other challenge is also addressed to head teachers in encouraging teachers to implement ICT based learning in order to improve students capability and skills.
Philip, Oluwatolani and Oluwaranti (2010) did a study on an evaluation of the impact of ICT diffusion in Nigeria higher educational institutions”. They found that ICT is becoming a driving force for educational reforms and those ICTs have become an integrative part of national education policies and plans in Nigerian tertiary institutions.
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Queen (2010) studied on ICT in participatory development of teaching and learning English as a global language in Nigeria. Results indicated that there is improvement in the quality of language teaching through the diversification of contents, methods, and as well promoting experimentation, innovation and obtaining and sharing of information. There is wide-range of language learning reforms, hence the need to; (I)Increase access to teacher‟s knowledge and development through interactive technology (II) Increase the people‟s awareness on the importance of technology (III) Increase access to instructional resources, increase flexibility in what to learn, how to learn and when to learn (iv) Train teacher to improve the competence in using the new technologies in the 51 instructional activities (v) Increase governmental support in technological programmes and funding in the tertiary institutions. (vi)Adherence to these needs will help to realize more positive results in the application of technology in language teaching and learning in Nigeria.
Farahiza (2010) conducted a study on “The effectiveness of using internet as a principal information resource in teaching and learning activity in higher educational institutions in Malaysia”. Majority of the previous researchers indicated that there are significant relation between the internet and the student and also the lecturer in using the internet as a principal information resource in teaching and learning activities. This study showed that internet is a technology that considered brought benefits to the student and lecturer in teaching and learning activities as well as the applications provided by the internet.
Anil Ambasana (2009) conducted a research on “Utilization of computer technology in remedial instruction”. Results concluded that computer – assisted instruction programme in remediation task was found to be successful as the students were able to overcome the difficult points in the content. Hence they were able to increase their achievement significantly. Utilization of computer technology in remedial instruction was found effective.
Khalid Abdullah (2009) conducted a study on “Barriers to the successful integration of ICT in teaching and learning environments‟. The study found that teachers have a strong desire for the integration of ICT into education but that they encountered many barriers to it. The major barriers were lack of confidence, lack 60 of competence, and lack of access to resources. Since confidence, competence and accessibility have been found to be critical components for technology integration in schools, ICT resources including software and hardware, effective professional development, sufficient time, and technical support need to be provided for teachers .
Vandana and Newa (2009) conducted to examine the “School teacher‟s attitude towards ICT”. The main findings of the study were that private and secondary school teachers exhibited comparable attitude towards ICT. Teaching belonging to different academic streams, viz, language, science, mathematics and social sciences exhibited comparable attitude towards ICT. They found the school teachers exhibited positive attitude towards ICT. Therefore ICT must be given higher priority in teacher education curriculum. So that the future teachers can cope with various challenges in education system, more specifically the new roles of teachers in ICT based teaching learning system. Also in-service teachers must be given training to teach in ICT based instructional settings.
